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Z3 - Testing > Testing -MT- PPT > Flashcards

Testing -MT- PPT Flashcards

1
Q

Pragmatic Knowledge

(Definition)

A

How utterances or sentences are related to the communicative goals of the language user and to the features of the language use setting

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2
Q

Pragmatic Knowledge

(2 Categories)

A

A. Functional Knowledge

B. Sociolinguistic Knowledge

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3
Q

Sociolinguistic Knowledge

(def)

A

utterances,sentences,texts related to features of Language use Settings

-i.e. knowledge of genres, dialects/ varieties, registers, natural or idiomatic expressions, cultural references and figures of speech

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4
Q

Functional Knowledge

A

how utterances or sentences and texts are related to the:

communicative goals of language users

(knowledge of ideational, manipulative, heuristic, imaginative functions)

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5
Q

Areas of Metacognitive Strategy Use

A
  • Goal Setting (deciding what one is going to do)
  • Appraising (taking stock of what needed)
  • Planning (deciding how to use what one has)
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6
Q

Goal Setting

A

(deciding what one is going to do)

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7
Q

Appraising

A

taking stock of what

  • needed
  • one has to work with
  • how well one has done
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8
Q

Planning

A

deciding how to use what one has

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9
Q

Approaches to language testing

A
  • The essay-translation approach (pre-scientific era)
  • The structuralist approach (psychometric era)
  • The integrative approach (psycholinguistic-sociolinguistic era)
  • The communicative approach
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10
Q

The essay-translation approach (pre-scientific era)

A
  • Reading/Writing (to analyse language, out of context)
  • Translation (no practical/communicative purpose)
  • Formal aspect of language (gramm. analysis)
  • No speaking or listening
  • Pre-scientific era (no need for expertise to make tests)
  • Culture and bias towards the language under study
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11
Q

The structuralist approach (psychometric era)

A
  • No context
  • Detached sentences or vocabulary
  • Individual skills at a time
  • Habit formation the basic underlying principle
  • Belief in structure in the language and that learning a language is equal to mastering those structures, through ample practice
  • Reliable measurement was important (psychometrics)
  • Since sub-skills lend themselves better to measurement, no direct testing
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12
Q

The integrative approach (psycholinguistic-sociolinguistic era)

A
  • Language skills were not separated
  • Skills are measured integratively
  • Global view of proficiency
  • Interviews, essay writing, dictation, cloze are examples of tests of this type.
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13
Q

The communicative approach

A
  • Communication is basic importance (little attention to accuracy)
  • Language integratively w/ communication
  • Use (specific purposes) over usage (knowing about the language)
  • Needs-based (you need to know specific students’ needs before making the test)
  • Profiles of abilities w/ various degrees of detail
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14
Q

Why do we test?

A
  • Compare and/or select students
  • Locate areas of difficulty
  • Increase teachers’ efficiency
  • Evaluate the effectiveness of Syllabus/Methods/Materials
  • Reinforce learning
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15
Q

Purposes of language tests

A
  • Identification of students’ weaknesses and strengths
  • Screening, selection and placement
  • Measure Ss’ ability in language
  • Measure Ss’ learning
  • Research Criteria
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16
Q

Types of tests

A
  • Diagnostic tests
  • Placement tests
  • Proficiencytests
  • Achievement tests
  • Computer Adaptive Tests
17
Q

Assessment for learning

  • Goal
A

Making learners aware of the ‘gap’ b/w

  • Now possible
  • Goal in language learning
18
Q

Assessment for learning

  • Approach
A

Pragmatic approach to classroom assessment

19
Q

Assessment for Learning

  • Characteristics
A
  • Traditional/sequential approach to classroom assessment vs.
  • Formative assessment to improve learning (not to compare learners with one another)
  • Diagnosis of individual learning needs
  • Modification of teaching and learning activities
  • Improvement of students’ motivation and self- esteem (feedback on learning)
  • Providing feedback on work rather than scores
20
Q

Assessment for learning

  • Adjusting teaching practice
A

improve learning through assessment

21
Q

Assessment for learning

-Questioning

A

Initiation-Response-Feedback pattern:

longer wait times

22
Q

Assessment for learning

-Task design

A
  • Open-ended tasks
  • Group-/peer-tasks
  • Collaborative tasks
  • ‘Noticing the gap’ tasks
23
Q

Assessment for learning

  • Techniques for improving motivation through collaboration, involvement and responsibility in learning and assessment
A
  • Self- and peer-assessment
  • Portfolio assessment
24
Q

Self- and peer-assessment

A
  • learners given the criteria (teachers judge work)
  • learners trained to rate themselves and peers
  • learners aware of ‘gap’ b/w -produced now-target performance-
  • potential drawbacks: extensive training required, time allotment, results can fluctuate, or be dependable for short periods of time
25
Q

Portfolio assessment

A
  • Samples of work and a commentary are saved side by side
  • Wide sampling of the work of particular student
  • Leads to increased Motivation:

collaboration, inclusiveness, involvement, responsibility

26
Q

Dynamic assessment

  • Types of mediation
A

Interventionist: similar mediation for different learners

Interactionist: learner-specific mediation

27
Q

Graduated prompt

A

Mediator creates task w/ grades series of questions ranging from implicit to explicit

28
Q

Testing the limits

A

Mediator gives feedback to the learners

  • asks them to express the problems while completing the tasks,
  • and if have solutions to those problems
29
Q

TEST USEFULNESS

  • Principles
A
  • Principle 1: Overall usefulness Maximized, rather than individual qualities that affect usefulness.
  • Principle 2: The individual test qualities cannot be evaluated independently, but must be evaluated in terms of their combined effect on the overall usefulness of the test.
  • Principle 3: Test usefulness and the appropriate balance among the different qualities cannot be prescribed in general, but must be

determined for each specific testing situation.

30
Q

Reliability

  • Definition
A

Consistency of measurement across different characteristics of the testing situation

31
Q

Factors affecting reliability

A
  • Test longer
  • Items that discriminate
  • Do not give the test-takers much choice
  • Clear items
  • Clear instructions
  • Tests well laid out and perfectly legible
  • Tests as objective as possible

(Detailed scoring key + Multiple raters/trained raters + decide acceptable responses)

32
Q

The purpose of construct definition is to:

A
  • specify the abilities to be assessed
  • determine what it is we have to ask the learners to do
33
Q

How to draw up test specifications2?

A

—–Item/task specification (test content )

  • input materials (text types, topics, structural, voc. range)
  • instructions
  • prompts

—–Evidence specification

  • expected response
  • scoring procedures
34
Q

How to draw up test specifications

A
  • Item/task spec (test content)
  • Evidence spec
  • Assembly spec
  • Presentation spec
  • Delivery spec
35
Q

Item/task specification (test content)

A
  • input materials (text types, topics, voc. range)
  • instructions
  • prompts
36
Q

Evidence specification

A
  • expected response
  • scoring procedures
37
Q

Assembly specification

A
  • test structure
  • item types
  • channel/medium
  • timing
  • technique
38
Q

Common test techniques

A
  • Multiple-choice items
  • Cloze procedure
  • C-test
  • Dictation
  • Translation
  • Oral interview
  • Composition writing
  • Summarizing

Z3 - Testing (17 decks)

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